forword
VANSUKA CHINDAVIJAK
VANSUKA CHINDAVIJAK www.forwordproject.com
forword A Graduate Graphic Design Thesis Written and Design by Vansuka Chindavijak Graduate student of the Academy of Art University 79 New Montgomery Street (5th Floor), San Francisco, California, USA Find out more about forword at: www.forwordproject.com View more work by Vansuka at: www.vansuka.com Printed and bound in the United States of America ALL RIGHTS RESERVED Copyright Š 2013 Vansuka Chindavijak
TABLE OF CONTENTS
00 01
Foreword p. 08
The Issue: Background p. 10
02
The Early Stage: Research p. 30
03
The Middle Stage: Exploration p. 50
04
Final Execution: Design Solution p. 88
FOREWORD
I was born and raised in Bangkok, Thailand where the majority of the population speaks Thai. I have no difficulty reading, learning or speaking in my native language. However, throughout my life I rarely used English. Coming to the United States from a very different language and cultural standpoint, everything was new to me. Because of how my brain thinks and processes in a different language, having to read and speak in English have become the main challenges for me. I noticed that I read slowly and have a hard time writing, not to mention how my head hurts every time I have to speak without preparing. I was struggling with my studies, especially since my major requires a lot of communication. I did not know about dyslexia until I began to research what was wrong with me. That was when I learnt about dyslexia and how it affects people’s lives. I realized that some people even have problems with literacy in their native language. Dyslexia gets in the way in almost every aspect of their lives, especially when it comes to reading and writing. I can relate to the struggle that dyslexics have—a lot of my difficulties in English are the same problems that dyslexics struggle with every day. Graphic design can be a powerful tool to solve the problems of not being able to fully comprehend and communicate. I hope to unlock the dyslexia challenges with the skills I have in graphic design.
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Chapter One : The Issue
Backgronub Background
Chapter 01: The Issue
Background
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p. 11
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Chapter 01: The Issue
Background
WHAT IS DYSLEXIA?
20%
Dys·lex·ic /dis-lek-sik/ [noun]
Dyslexia is a life-long challenge that people are born with.
A person subject to or having dyslexia.
Dyslexia is also quite common. According to the National Institute
Dys·lex·i·a /dis-lekséa/ [noun]
of Child and Human Development, as many as 15 to 20 percent
A general term for reading disability in
of Americans, or 1 in every 5 people, have trouble reading. But
which a person finds it difficult to read
for some people the symptoms can be less severe than others.
and write or interpret words, letters,
Dyslexics may take more time than others in order to learn how to
and other symbols.
read accurately. Although dyslexia cannot be cured, appropriate

accommodations and good interventions can help improve the reading and writing skills of the individuals.
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p. 13
20% of the U.S. population or about 40 million Americans are dyslexics.
1 in every 5
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Chapter 01: The Issue
Background
WHAT CAUSES DYSLEXIA?
Dyslexics have a neurological condition that causes their brains to process and interpret information differently. Dyslexia tends to run in families. There are three areas in the brain that are involved in reading. Brains of people with dyslexia show very little activity in areas known to be highly important in linking the written form of words with their phonetic components. So in order to read, people with dyslexia must develop alternative neurological pathways. They compensate by making more use of a front–brain section called Broca’s area, traditionally associated with other aspects of language processing and speech. 1
Broca’s area, inferior Frontal gyrus (Articulation and word analysis) Parieto-temporal (Word analysis) Occipito-temporal (Word analysis)
1. http://children.webmd.com/understandingdyslexia-basics
↑ Typical Brain
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
↑ Dyslexic Brain
p. 15
If you are dyslexi work fine, your b fine, but there is circuit in the wire between the eye Reading is not a —Bruce jenner, dyslexic
ic, your eyes brain works a little short e that goes e and the brain. fluid process.
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Chapter 01: The Issue
Background
Read a sentence
HOW DOES A DYSLEXIC’S BRAIN WORK? A dyslexic’s brain thinks in pictures. When there is no picture accompanying the text, it is hard for dyslexics to visualize the meaning of an unknown word from the context. Therefore, whenever they read and encounter trigger words, it causes disorientation. It takes them more time in order to read accurately.
Disorientation
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No picture?
Meet a trigger word
Confusion
Build up confusion More Confusion
Another trigger words
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Chapter 01: The Issue
Background
COMMON SYMPTOMS Here are some common issues associated with dyslexia.2
1
2
3
4
5
2. http://blog.beat-dyslexia.com/2013/02/12/dyslexia-symptoms-for-thechild-who-learns-differently/
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
Spelling Errors
p. 21
1. SPELLING ERRORS Because of difficulty learning letter-sound correspondences, individuals with dyslexia might tend to mispell words, or leave
Letter Order and Confusion
vowels out of words. 2. LETTER ORDER AND CONFUSION Dyslexics may also reverse the order of two letters especially when the final, incorrect, word looks similar to the intended word
Highly Phoneticized Spelling Reading
(e.g., spelling “dose” instead of “does”). 3. HIGHLY PHONETICIZED SPELLING Dyslexics also commonly spell words inconsistently, but in a highly phonetic form such as writing “shud” for “should”. Dyslexic individuals also typically have difficulty distinguishing among homophones such as “their” and “there.” 4. READING Due to dyslexics' excellent long term memory, young students
Vocabulary
tend to memorize beginning readers, but are unable to read individual words or phrases. 5. VOCABULARY Dyslexics often have a small written vocabulary, even if they have a large spoken vocabulary.
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b a chair
Chapter 01: The Issue
d still a chair
p
q
...still a chair
...still a chair
Background
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dbpq i l I 1 unhy ↑ Some examples of letter confusion, a common symptom of dyslexia.
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Chapter 01: The Issue
Background
• telling the time • left / right confusion • getting lost easily
Spatial
• sequencing alphabets,
Memory
time tables,
Difficu
phone numbers
DIFFICULTIES
Listening
Obstacles in literacy. These are different areas of difficulty that dyslexic individuals may struggle with. Dyslexia affects each individual differently. Some dyslexics may have difficulties in some areas more than others.
• problems with note taking • find background noise distracting
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
• getting ideas on paper • organizational problems • cannot find the right word
Writing
• losing place in text
ulties
Reading
• flipped letters • needing to re-read • moving, jumbling, or overlapping text
Spelling
• similar sounds cause confusion • difficulty “hearing” sounds • cannot remember what words look like
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Chapter 01: The Issue
Background
dyslexia ydslexia sdylexia ldysexia sedylxia ysldexia eysldxia xeysldia lxeysdia ↑ People with dyslexia tend to reverse the order of letters in words
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LEVELS OF DYSLEXIA Dyslexia affects people differently, depending upon the severity.
00
01
• No noticeable problems
02
03
• A bit of difficulty
04
05
• Need extra help
learning to read
• Find reading and
• Some reading and
spelling difficult
spelling problems
06
07
08
• Have difficulty with spelling and reading textbooks • Take tremendous effort and time to finish school • Often need a lot of extra help
09
10
• Academic learning almost impossible • Constantly need extra help • Their writing is better when done on keyboard • Suffer from low self-esteem
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Chapter 01: The Issue
Background
nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnunnnnnnnnnn nnnnnunnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnunnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnunnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn nnnnnnnnnnnnnnnnnnnnnn
n n n n n n n n n n n n n n n n n
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WHY DOES IT MATTER? “My goal is to improve literacy skills among dyslexics.”
Literacy skills are fundamental. Literacy is the foundation of everything. The consequences of not being able to read or comprehend efficiently can affect a lot of aspects in life. Although dyslexia cannot be completely cured, appropriate accommodations and good interventions can help improve literacy skills in dyslexics.
← Try to find 4u's. This is to mimic what it is like for dyslexics to scan through the page.
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Chapter Two : The Early Stage
Reeserch Research
Chapter 02: The Early Stage
Research
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02
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Chapter 02: The Early Stage
Research
If we knew what it was we were doing, it would not be called research, would it? —Albert Einstein, dyslexic
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RESEARCH
The next step after I had defined a clear objective for my thesis was to research and explore as much as I could in order to deliver an effective design solution for the issue. The purpose of the research was to find out more about the topic and its related issues. In the early stage of my project, I worked on research at the same time as ideation development and design explorations. It involved a lot of reading, investigation and sketching. Every piece came together slowly as I myself am a slow reader and a non-native speaker. I was hoping to discover the key to a new solution, but it did not happen at this stage. However, I did find some key insights that were beneficial for this project. I divided them into 2 main areas;
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Research
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01
Chapter 02: The Early Stage
Research
01 WHAT MATTERS?
1
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DESIGN PRINCIPLES
p. 37
In order to design effective resources and communication to help dyslexic individuals become better at reading, there are some typographic issues and design principles that matter and should be taken into consideration. Typography Since written words and typefaces have a direct relationship to each other, typeface and typesetting play significant roles in accommodating dyslexics’ ability to read better. Most dyslexics have difficulty identifying words due to the confusion caused by the similarity in letters and poor typesetting. Here are some key concerns; SERIF VS. SANS SERIF Dyslexics tend to prefer a sans serif typeface over a serif typeface. Serifs tend to obscure the shapes of letters, making the letters run together, while sans serifs allow dyslexic people to see the shapes of letters more clearly.
Serif typeface maybe a traditional choice for text, but it serifs can create letter confusions as the joints between letters may make those letters look like other letters.
Sans serif appears to
Above: Time News Roman
Above: Arial
be cleaner. It creates less confusion as the clearer letterforms are easier to identify among dyslexics.
torn ≈ tom torn ≠ tom
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Chapter 02: The Early Stage
Research
PREFERRED TYPEFACE 3 Dyslexia is sensitive to particular typefaces, both in print and on screen. Dyslexics find the readability of text varies greatly depening upon the typeface or type style used. The default typeface that dyslexics find easiest to read is Arial (sans serif). Surprisingly Comics Sans is a popular choice as well since it mimics handwriting especially the lowercase single story a, while Times New Roman seems to be the least favorite typeface.
Aa
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz 1234567890
Arial
Aa
Aa
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz 1234567890
Comic Sans
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz 1234567890
Times New Roman
Although there are some typefaces that are specifically designed to help dyslexics read better, they are not as popular as the default fonts that come with most computers due to the lack of availability. Here are some examples of dyslexia-friendly typefaces that are available to the public—most of them feature heavily-weighted bottoms to help add gravity to letters.
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
Aa
p. 39
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz 1234567890
Dyslexie
Aa
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz 1234567890
Open Dyslexic
NON ITALICIZED TEXT 4 While italics are sometimes used to highlight text, the slightly jagged lines, caused by the angle of the letters, make it hard for dyslexics to read words accurately. Use bold text instead of italics as the letters are clearer and give better contrast.
Cut to the Chase Cut to the Chase
Cut to the Chase Cut to the Chase
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Chapter 02: The Early Stage
Research
GENEROUS LEADING Leading refers to the vertical space between each line of text. By increasing the amount of leading, it simply activates the white space between each line and creats more readability by helping separate the descenders from the ascenders which otherwise can blend together indistinguishably.
Far far away, behind the word mountains, far from the countries Vokalia and Consonantia, there live the blind texts. Separated they live Far far away, behind the word mountains, far from the countries Vokalia and Consonantia, there live the blind texts. Separated they live in Bookmarksgrove at the coast of the Semantics, a large language ocean.
JUSTIFICATION 5 As a rule, text should be left justified to give dyslexics a chance to see a jagged pattern down the right side which can help the location of areas that need to be re-read when returning to a page. If the entire right side looks similar, there are no easy markers. Also, the length of the paragraph should be properly broken into short paragraphs since unbroken paragraphs may cause dyslexics to lose their place when reading.
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COLORS 6 Avoid using pure black as a color for text on pure white background as many dyslexics are sensitive to the brightness of the high contrast. It can cause the words to swirl or blur together. Use a slightly off-white color for background, like a light gray, and a dark gray for text instead of a pure black to cut the glare even more. Also visual cues can be beneficial as it can help dyslexics visualize or guess the meaning when encountering the unknown words. Other design principles such as hierarchy, system, and etc. should be taken into consideration when designing for dyslexics as they can help lessen confusion, increase readability and improve reading performace as well.
3. Ian Smith, Dyslexia in the Digital Age: Making It Work. (New York, Continuum Internation al Publishing Group, 2010) 120. 4. http://uxmovement.com/content/6-surprising-bad-practices-that-hurt-dyslexic-users/ 5. Ian Smith, Dyslexia in the Digital Age: Making It Work. (New York, Continuum International Publishing Group, 2010) 127 6. http://uxmovement.com/content/6-surprising-bad-practices-that-hurt-dyslexic-users/
02
Chapter 02: The Early Stage
Research
02 WHO COULD USE THIS?
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TARGET AUDIENCE
p. 43
Although my core target audience is obvious — people who have dyslexia—I took the unusual path of not specifically targeting dyslexic children. Almost every dyslexic organization aims to help young children who are just learning how to read. My goal is not trying to teach dyslexics how to read, but rather finding a way to help them read better at their own pace. Therefore, my core target audience is teenage and young adult dyslexics. People in this age group know how to read already but still have difficulties with literacy. They need special accommodations to help them read better. I also found out that teenagers who have dyslexia tend to give up on their education after finishing the required high school level, because it takes a lot of effort for them to read and write. While most dyslexics might benefit from my project, defining a main target audience allows me to offer the best solution for specific behaviors in this audience and choose a design direction that would impact them the most.
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Research
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p. 45
65% of them do not have extra
65%
support at school
90% of them will do whatever
90%
it takes to overcome dyslexia
95% of them have trouble with at least two areas in reading,
95%
spelling or writing, while the other 5% also have trouble with communication
85% of them have much
85%
lower reading performance than the expected level
60% of them seek additional
Questionnaire
60%
help online because there are no local resources available
In order to learn more about my core target audience, I sent out two sets of questionnaires—one for dyslexic teenagers and young adults and one for their parents and asked them for some information that could help me get more insights about their dyslexia conditions and behaviors.
85% of them use extra reading
85%
aids such as colored overlayers and tinted glasses
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Chapter 02: The Early Stage
Research
Online Observation I am a member of the Facbook group “Dyslexia�, which is a big active community where 3,000 dyslexic individuals and involved people of dyslexics such as parents, teachers, organizations, etc. exchange thoughts, concerns, problems, tips and tricks, and etc. This online observation was a very useful way to learn more about the effects and obstables of dyslexia.
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Research
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Chapter Three : The Middle Stage
Exd1oratiou Exploration
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01
Chapter 03: The Middle Stage
Exploration
01 HOW IS IT GOING TO LOOK?
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VISUAL RESEARCH
p. 53
This project’s aesthetic cannot just be visually appealing, but it has to serve a functional purpose as well.
Straightforward Systematic Consistent Universal
The visual research was helpful in terms of guiding me on which direction my project should take. My visual aesthetic should not only attract my core target audience to this project, but also help clarify and explain the context. Since dyslexics think in pictures, providing them with visuals that explain what the text is will help them understand the point more easily. In order to create less confusion for dyslexics, the visual system has to be clear, consistent and sufficiently universal that every dyslexic individual can understand it.
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Exploration
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02
Chapter 03: The Middle Stage
Exploration
02 WHAT IS IT GOING TO BE?
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PRELIMINARY DEVELOPMENT
p. 59
Initial conception and visual exploration to find the possible solutions that would help me reach the objective. While gathering the findings and insights, I also worked on the concept development and visual exploration at the same time. The feedback that I got from the survey drove me to where the learning center for dyslexia was the potential solution. This learning center aimed to help teenager dyslexics who were struggling with schoolwork by providing them additional help outside of class. The center was set as a pilot program in an urban area where writing lab, speaking lab, reading lab and classrooms were provided. The center’s tone was supposed to be inviting. Many components were explored in this stage in order to structure the center—branding, learning materials, promotional materials, and etc.
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Exploration
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Chapter 03: The Middle Stage
Exploration
Namings Positive meaning with a twist. I wanted the name to sound positive and have a hint to what it is. Therefore, I played around with words that relate to literacy and learning for the name.
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Exploration
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↘ Branding
Chapter 03: The Middle Stage
Exploration
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for word
for word
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↗ Billboard
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Exploration
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↖ Interactive Ad
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↘ App
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Exploration
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Chapter 03: The Middle Stage
Exploration
↖ Website
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
↗ Exterior of the Center
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Chapter 03: The Middle Stage
Exploration
grow
gro
fu Graphic wall, interior decoration of the center →
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
grow restroom
ow
restroom
restroom
grow
un restroom
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Exploration
restroom
restroom
restroom
restroom
restroom
restroom
↗ Elevator wall, interior decoration of the center
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
restroom
restroom
restroom
restroom
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Chapter 03: The Middle Stage
restroom
↗ Floor signage, interior decoration of the center
Exploration
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restroom
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↗ Standalone signage, interior decoration of the center
Chapter 03: The Middle Stage
Exploration
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↗ Street Banner
Chapter 03: The Middle Stage
Exploration
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Chapter Four : Final Execution
Desigu So1ntiou Design Solution
Chapter 04: Final Execution
Design Solution
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Chapter 04: Final Execution
Design Solution
A person wh made a mist tried anythin
—Albert Einstein, dyslexi
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
ho never take never ng new.
ic
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Chapter 04: Final Execution
Design Solution
REFIGURATION
Things change over time, so has this. All along, I had a doubt that maybe the organization idea that I have been working on might not be the right one yet. The more I worked on the organization idea, the more I was in a hesitation. I was torn between keep working on that idea or start over with the new idea. But failure is always part of the process. I decided to refocus on what is the need for dyslexics, really. The main objective had to be the same, only the approach that needed to be shifted.After months of searching, it suddenly hit me.
Just because dyslexia may first exhibit itself in school doesn’t always mean that it exists only in classrooms or textbooks.
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Design Solution
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
Dyslexia always travels with dyslexics everywhere. The disorientation can occur anywhere and anytime. Just think about how much information or texts that surround us these days—from the moment we wake up until the end of the day. Wouldn't it be nice to have a tool that can help dyslexics interact with words more easily—anywhere and anytime? Finally, the opportunity gap arose, just in time.
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[Thesis Objective]
[Strategy]
[Tactic]
Design Solution
Improving literacy skills among dyslexics
By establishing better word recognition and understanding
forword app
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78%
2013
WHY AN APP? 58% Portability and accessiblity are neccessary. 2012 As I stated ealier, the confusion or disorientation can happen anywhere and ahytime. Portabity and easy accessibility are the main considerations for the assistive tool. Nowadays, smartphone has become a modern-day neccessity. Many researches have
36%
comfirmed the rise of smartphone owners among teens and young adults, my core target audience. Almost everyone owns a smartphone or at least knows how to use it. Additional to the popularity of smartphones, I also see an assistive technology which is often utilized in mobile applications can be implemented
2011 Percentage of teens and young adults who own smartphones has been significantly increasing in past three years, according to a research from Nielsen.
and be beneficial to dyslexics.
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Chapter 04: Final Execution
Design Solution
USER TESTING
Insights from first–hand users. Once I know exactly what I wanted to do, I went to Sterne High School— a specialized school that dedicated to students with learning differences where 95% of students are dyslexics. I explained how Forword app would work and what they could use Forword app for. Everyone of them already own an iPhone but never found any mobile applications like this before. I prepared the questions for them that could lead to the more robust features for my app. I got some great insights and feedbacks from firsthand users that could help me built Forword app later on.
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Design Solution
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“My reading depends on a lot of things…
“I read better on screen.”
sometimes, I read o.k. with this font but sometimes I don't.”
“I want to know what new words my friends search so that I can learn too”
“I still mix up letters.”
“I want this app!!”
“Meaning is not my strong suit. I’d love to have games that help me with definition.”
“Crosswords is not my thing.”
“I feel bad about myself if I have to play against someone and I lost.”
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Design Solution
Be coura Have Fai go Forwa
—Thomas A. Edison, d
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
ageous! ith! And ard!
dyslexic
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Design Solution
IDENTITY
a book (a symbol of literacy)
an arrow (a symbol of going forward)
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↖ Signature Mark
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↖ Icon-only Mark
forword ↖ Word Mark
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Design Solution
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Design Solution
APP FLOW CHART APP INITIATION
MAIN MENU
IDENTIFY Unknown or Unsure Words
READ Pages or Documents
SPELL Spell Checking or Correction
ARCHIVE Scanned Words and Pages
PLAY Word Games
SETTINGS
COLOR
FONT
A Graduate Graphic Design Thesis by Vansuka Chindavi jak
CAMERA
RESULT
SHARE SAVE
CAMERA
RESULT
VOICE CONTROL
RESULT
WORDS
SAVE
DEFINITION
PAGES MEANING GAMES
PROGRESS RECORD
WEBSITE
RECOGNIZING GAMES
FONT SIZE
VOICE
AUDIO SPEED
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Design Solution
THE INTERFACE
Key components of the app. TYPOGRAPHIC SYSTEM Typographic issue is critical to dyslexics. I set “ARS Maquette” as the default typeface for Forword app. ARS Maquette has the similarity to Arial—the most readble typeface among dyslexics, but yet still yeild the humanist characteristic of Comic Sans which is also the preferrable type choice among dyslexics. But as stated previously that dyslexia affects people differently and preference is personal, I also provide other dyslexia-friendly typefaces that feature heavily-weighted bottoms in the “Settings” to allow dyslexic users to choose from their preferences.
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ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890 ARS MAQUETTE
ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890 COMIC SANS
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz 1234567890 DYSLEXIE
ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 1234567890 OPEN DYSLEXIC
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Chapter 04: Final Execution
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ICONOGRAPHY SYSTEM A set of simple and modern icons were created to serve as a visual in context helper.
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COLOR SYSTEM Color code system in the app helps dyslexic users to easily navigate throughout and create less confusion. The color scheme yeilds the friendly, young, and modern feeling. Text and background colors are chosen based on the dyslexia-friendly design guide and readability. Background colors can be customized to fit users best as well.
HEX #00B088
HEX #2DBCB5
HEX #F58530
R 000
R
45
R 246
G 176
G 189
G 134
B
137
B
182
B
79
C
85
C
70
C
00
M
00
M
00
M
60
Y
63
Y
35
Y
90
K
00
K
00
K
00
PRIMARY COLOR
HEX #007B7B
HEX #AB5D1D
HEX #CFCCC8
R 000
R 172
R
208
G 123
G
94
G
205
B
124
B
30
B
200
C
80
C
00
C
2
M
00
M
60
M
3
Y
35
Y
90
Y
5
K
40
K
35
K
18
SECONDARY COLOR
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HEX #F58530
HEX #F58530
HEX #AB5D1D
HEX #007B7B
R 246
R 246
R 172
R 000
G 134
G 134
G
94
G 123
B
79
B
79
B
30
B
124
C
00
C
00
C
00
C
80
M
60
M
60
M
60
M
00
Y
90
Y
90
Y
90
Y
35
K
00
K
00
K
35
K
40
BACKGROUND COLOR
HEX #58585B
HEX #CFDC27
R
90
R 208
G
90
G 221
B
90
B
40
C
00
C
20
M
00
M
00
Y
00
Y 100
K
80
K
TEXT AND ACCENT COLOR
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forword app A tool that helps dyslexics establish better word recognition and understanding.
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IDENTIFY FUNCTION
Helps indicate unknown or unsure words. The Identify function helps dyslexics when they encounter word that they do not know. Forword app will identify the word by using Optical Character Recognition to scan the picture and convert it to a text and provide the word and its definition for them. Dyslexic users can add new words into their personal archive to review them later as well.
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Users can add this word into
Users can also share this word
their personal archive to review later.
with friends to help each other learn.
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READ FUNCTION
Helps read the pages out loud. The Read function works in a similar way as the Identify function. Dyslexic users take pictures of pages or documents that needed to be read. Forword app uses Optical Character Recognition (OCR) to scan and convert the text and then uses Text-to-Speech technology to read the page out loud for dyslexics. Scanned pages can be saved into a personal archive under category.
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Users can select text display options either go by a paragraph or just a single line.
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SPELL FUNCTION
Helps when dyslexics need correct spelling. The Spell function uses speech recognition to convert the sound that dyslexics speak and translate back with the spelling. Forword app spells the word letter-byletter along with the trick to help dyslexics remember the correct spelling.
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ARCHIVE FUNCTION
Stores scanned words and pages. The Archive function is where scanned words and pages are stored for dyslexics to review them later. It is one way for them to learn and practice at their own time. Scanned words are listed by either alphabetical order or by the time they were added while scanned pages are listed under category.
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PLAY FUNCTION
Helps improve word skills by word games. The Play function helps dyslexic users to become better at word meaning and recognizing. It challenges each individual to play against themselves. Forword app also records their word skills progress in each game. The progress can also be found more in detail once users log in to Forword website.
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USER SCENARIOS Color code system in the app helps dyslexic users to easily navigate throughout and create less confusion. Text and background color in the app can be customized to fit users best as well.
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ONLINE PRESENCE
Support platform for forword app. Website (www.forwordproject.com) acts as a promotional and support platform for Forword app. Each individual dyslexic can learn more about Forword app before downloading it. There is also a blog where Forword updates news about the app and shares tips and tricks about dyslexia. Dyslexic users who play in-app games—Meaning and Recognizine games can create an account and see their word skills progress in detail. The dyslexia-friendly visual system in the website also reflects the interface in the app to help creating seamless experience for the users.
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DEMONSTRATION VIDEO
Promotional material for forword app. The purpose of this video is to act as a promotional material as well as an app demonstration. It is put on Forword website and meant to be easily shared among social network sites in order to promote Forword app.
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Amateur
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ACKNOWLEDGEMENT
Without you all, forword would not have happened. My gratitude goes beyond a simple thank you. Thank you mom and dad for everything you have done. Thank you Bob Slote, Phil Hamlett, Ariel Grey and the rest of the Academy of Art instructors for your guildance and encouragement. Thank you Jennifer Schoolfield and students at Sterne School for your helpful insights. Thank you Jill Ballard, Demah Alsinan, Rebecca Wright, Lisa Toth Douaifia and Tanyawan Norachit for helping me out whenever I needed. Thank you Tonpai for your support and putting up with my ups and downs in these past years. I just could not make it without you guys, thank you.